PSYCHOLOGY ON-THE-JOB-TRAINING

A NARRATIVE REPORT

Presented to

RODERICK B. VALDEZ
OJT Coordinator

College of Arts and Sciences

ISABELA STATE UNIVERSITY
Echague, Isabela

In Partial Fulfillment of the

Requirements of the Course
ELECTIVE 4

By:

ALAINE DANICA I. DIMAANDAL

JULY 2019
 Republic of the Philippines
ISABELA STATE UNIVERSITY
Echague, Isabela

COLLEGE OF ARTS AND SCIENCES

APPROVAL SHEET

The Narrative Report attached hereto titled, “PSYCHOLOGY ON-THE-JOB

TRAINING”, prepared and submitted by ALAINE DANICA I. DIMAANDAL, in
partial fulfilment of the requirements in Elective 4 for the degree BACHELOR OF
SCIENCE IN PSYCHOLOGY, is hereby endorsed.

RODERICK B. VALDEZ
OJT Coordinator

Accepted as partial fulfilment of the requirements for the degree BACHELOR

OF SCIENCE IN PSYCHOLOGY.

Recommending Approval:

MA. VICTORIA T. JUAN, Ph.D.

Chairman, Social Sciences Department

Approved:

HELENA B. FLORENDO, Ph.D.

Dean, College of Arts and Sciences

Recorded:

JENNIFER L. EDROSO
College Secretary
 ACKNOWLEDGEMENT

This work would not have been possible without the help of people who assisted

the trainee in turning her dreams into reality. The trainee would like to take this

opportunity to thank the following:

The Heavenly Father, who is always there to guide and lead her to the right way,

for giving courage and determination so she could live a life despite of all the trials

problems, for the love and all the things He continuously showers the student-trainee and

her family;

Mr. Roderick B. Valdez, On-The-Job training coordinator, for his unending

support and for giving the author the opportunity to be a part of trainees;

The entire management of the Department of Social Welfare and Development

(DSWD) under the supervision of Mrs. Marilyn S. Calibuso, RSW, City Social Welfare
and Development Officer of Balay Namnama, Youth Home for Boys, for the time and
effort they spent in providing “hands-on” experience to apply the theories, knowledge
and skills the trainee learned in the academe;
Ms. Jesusa Balmaceda, the Guidance Counselor of School of Saint Joseph the
Worker (Formerly Lyceum of Echague), and with Mrs. Mari-len A. Paynor, Assistant
Guidance Counselor, for their unending guidance and giving the author a warmest
welcome throughout the duration of her training in the school which led to a productive
learning experience; and
Her beloved parents Mr. Allan N. Dimaandal and Mrs.Emily I. Dimaandal, to

her siblings, Christopher I. Asis and Rowena Grace I. Asis and to her nephew, Prince

John Frias for their undying support and sacrifices for sending her to school and also for

their encouragement and love.

The Trainee
 DEDICATION

Despite of the many efforts, trials and hardships exerted during her training, the
trainee would like to dedicate all her accomplishments and success to our Almighty God
for His many blessings showered upon her. To her loving family, for their moral and
financial supports. The entire management of Balay Namnama and School of Saint
Joseph The Worker, for giving her the chance to share and dedicate her knowledge and
ideas she learned in her school, Isabela State University as her very foundation in
molding her abilities, skills and knowledge in relation to school and clinical works. To
her boyfriend who is always there to give her his comforting words and advises to work
hard and be better person. To all of you, thank you for everything!
The Trainee
 TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………………. i

APPROVAL SHEET………………………………………………………………… ii

ACKNOWLEDGEMENT…………………………………………………………… iii

DEDICATION………………………………………………………………………... v

TABLE OF CONTENTS…………………………………………………………….. vi

CHAPTER

I. THE TRAINING PROGRAM

a. Introduction ........................................................................................ 1

b. Importance of the Training ………………..…………………...…… 1

c. Objectives of the Training………...………………………..……….. 2

d. Time and Place of the Training ………………………...………….. 2

e. Strategy and Limitation of the Training ………………………...…. 3

II. BRIEF HISTORY, ORGANIZATIONAL STRUCTURE AND

OPERATIONAL ASPECTS

A. SCHOOL SETTING

1. Brief History ….…………………………………………...…... 4

2. Organizational Structure …………………………...………….. 6

3. Operational Aspects …………………………………….………...6

B. CLINICAL SETTING

1. Historical Background ………………………………………... 8

2. Organizational Structure……………...………………………… 10
 3. Operational Aspects……………………....………………... 11

III. SUMMARY, COMCLUSION AND RECOMMENDATION

a. Summary ………………………………………………………. 13

b. Conclusion …………………………………………………….. 13

c. Recommendation ……………………………………………… 14

APPENDICES

A. School Setting
a. Endorsement
b. Curriculum Vitae
c. Memorandum
d. Consent of Parents/Guardian
e. Student Pledge
f. Evaluation Form
g. Daily Time Record
h. Certificate of Completion
i. Pictorials

B. Clinical Setting
a. Endorsement
b. Curriculum Vitae
c. Memorandum
d. Consent of Parents/Guardian
e. Student Pledge
f. Evaluation Form
g. Daily Time Record
h. Certificate of Completion
i. Pictorials
 CHAPTER I

THE TRAINING PROGRAM

A. Introduction

One of the requirements for graduating students taking up Bachelor of Science

in Psychology is to undergo On-the-Job Training (OJT). This training is a way of

enhancing the knowledge and skills learned in school in relation to the actual world of

work. In other words, it is a systematic process of development through exposure to the

actual working situations. The student undergoes On-the-Job Training to follow strictly

the established rules and regulations, policies as well as the standard operating

procedures under the direct supervision of the cooperating agency or institution.

On-the-Job Training is a vehicle by which students develop their ability to

integrate theoretical knowledge into the realities of life. It also provides experience on

important matters pertaining to their field of specialization. As such, the students mature

and pose wholesome personality, and professional confidence.

This training also helps to broaden their horizon and to build a career

experience while working with experts. It is a very important factor in enhancing

knowledge because it provides experience and good insights on what to do after finishing

the chosen degree.

B. Importance of the Training

The OJT prods the students to excel in their chosen field. The 150 hours of

training in each setting provide opportunities in preparation for their future.

 The different theoretical approaches acquired by the students in school are

tested in the real world of work. Therefore, it helps the student realize the meaning of

training and development.

C. Objectives of the Training

The main objectives of the On-the-Job Training are to develop and enhance

students’ ability and to integrate theoretical knowledge of psychology in the real world of

work.

Specifically, it sought to:

1. Clinical Setting

a. Provide opportunities for the application of psychological principles;

b. Provide and infuse professional confidence among the student-trainee; and

c. Augment student knowledge in engaging their self into field works.

2. School Setting

a. Develop and instill a positive attitude, self-confidence and self-motivation

require of the responsible professional in handling task; and

b. Develop self-confidence and self-motivation.

D. Time and Place of the Training

The On-The-Job Training (OJT) was conducted into two (2) settings; the

school setting and clinical setting. To meet the goals and objectives of the training, the

trainees were required to accomplish the one hundred fifty (150) hours of training each

setting or a total of three hundred (300) hours of training.

 The training in the school setting was conducted at School of Saint Joseph the

Worker (Formerly Lyceum of Echague). The training started on June 17, 2019 and ended

on July 15, 2019. The schedule was from 8:00 o’clock in the morning until 12:00 noon

and from 1:00 o’clock to 5:00 o’clock in the afternoon, from Mondays to Fridays.

The training in the clinical setting was at Balay Namnama in Santiago City,

Isabela. The training started on July 17, 2019 and ended on August 5, 2019. The schedule

of work was from 8:00 o’clock in the morning until 12:00 noon and from 1:00 o’clock to

5:00 o’clock in the afternoon from Mondays until Saturdays.

E. Strategy and Limitation of the Training

The On-the-Job Training is a part of the academic program of College of Arts and

Sciences for graduating student as part of the course and for them, to acquire productive

experience.

Prior to the start of the training, the following pertinent documents were prepared

and submitted: Memorandum of Agreement, Parents/Guardian’s Consent, Student’s

Pledge and Affidavit of Consent duly signed and notarized.

The trainee was required to fill up the Daily Time Record (DTR) and to be signed

by her respective supervisor at the end of her training. The trainees have to be punctual in

attendance and accurate in performing the tasks assigned to them. The tasks were limited

to what their supervisors assigned them to do in order to avoid mistakes.

 CHAPTER II

BRIEF HISTORY, ORGANIZATIONAL STRUCTURE AND

OPERATIONAL ASPECT

A. Clinical Setting

BALAY NAMNAMA
(Youth Home for Boys)

I. Historical Background

Sometime in 2007, a concerned businessman in the person of Mr. Rolando

Alejandro noticed some male minors hanging near his business establishment at Dubinan

East, Santiago City. These minors were observed to be very untidy and somehow

unhealthy. Mr. Alejandro was also able to confirm that these minors were engaged into

solvent sniffing and theft cases. He reported the said concern to the Brgy. Captain of that

community who was then Mr. Ernesto C. Cabanlong. The said Brgy. Captain

immediately informed the City Social Welfare and Development Office (CSWD) for

proper intervention. The CSWD then planned for these minors to be organized in order

for them to be able to spend their time productively. As a point of entry, the minors were

provided grocery packs from Mr. Alejandro. A series of group dynamics activities were

also conducted during Sundays at Dubinan East Brgy. Hall which were facilitated by a

Social Worker from the CSWD office. Free snacks were also provided by Mr. Alejandro.

The activity lasted for 6 months.

It was observed that despite the activities conducted, there were no remarkable

changes regarding the behavior of the minors. They continued stealing from the houses

and establishments as well as killing of dogs in the streets. During night time, stolen
stuffs were all being sold to junkshops and private individuals. They also continued

sniffing solvents and were eventually dependent on it.

Upon being informed of this concern and the initial effort conducted by the

CSWD Office, the City Mayor Amelita S. Navarro ordered the renovation of an old

building owned by the City Government at Brgy. Balintocatoc to serve as a Youth Home

for these minors. On August 21, 2008, the Youth Home was formally opened and it was

called Balay Namnama (House of Hope). There was an initial admission of nine (9)

minors.

Mission

To effectively implement preventive, curative and developmental social welfare services

that will enhance and strengthen the coping capacities of children in conflict with the law.

Vision

A society where the youth are empowered in community participation and social

development.
 2. Organizational Chart

BALAY NAMNAMA
(Youth Home for Boys)

Engr. Joseph Salvador Tan

City Mayor

Marilyn S. Calibuso, RSW

City Social Welfare & Development Officer

Johanna Mercy C. Gabriel Genaro M. Manalo, M.D.

Psychologist Visiting Physician

Eufemia M. Sadangsal, RSW

Center Head

Gerald C. Casco, RSW Arlene T. Corpuz

Social Worker-Case Manager Social Worker-Case Manager

Rolando Escuadro Marriane S. Gonzales Leonida Tadena

Driver Liaison Officer House Parent/ Cook

Department of Public Jannelyn V. Reyes Rosendo P. Calpito

Order and Safety (DPOS) Clerk House Parent
Guard
3. Operational Aspects

CLINICAL SETTING (July 17, 2019 to August 5, 2019)

July 17, 2019, the trainee was oriented by Mr. Gerald C. Casco regarding the do’s

and don’ts or the policies to be followed by the trainee in the center during the duration

of the training and some information about the clients.

On the first week of the training, the trainee was asked to introduce herself to the

clients by their team leader Ryan Dave Esteban, the clients also introduced themselves.

As part of the action plan of the trainee, the trainee must gain the trust of their clients or

must establish a good relationship between the trainee and the client. The trainee together

with her co-trainees prepared activities that correspond to their action plan. The activities

conducted during the first week by the trainees were Dance Therapy (Zumba),

Introductory Games namely; Four Corners and Two Truths and a Tale, Group Dynamics

such as Hep-Hep Hooray and Paper Dance, and Individual Counseling. On the first day

of the training, the trainee felt nervous but as the time passed by, the trainee felt relieved

because what she thought about the clients is wrong.

On the second to third week of the training, the trainee together with her co-

trainee also conducted activities such as Dance Therapy (Zumba), Individual Counseling,

Group Dynamics such as Trip to Jerusalem, Pinoy Henyo, and Film Viewing. The trainee

introduced the procedures, the do’s and don’ts of the activities and the groupings for each

team before conducting the said activities. During the Art Therapy, the clients shared
their thoughts regarding to their work. As a result, the clients’ socialization strengthened

their relationships with their co-CICL (Children in Conflict with the Law).

On the third week of the training, the trainee together with her co-trainees

administered the other themes of Art Therapy per session. First, there must draw the said

theme and second, they must explain after they drew it. After the session, the clients will

undergo individual counseling. The trainee also conducted group dynamics activity such

as Rush Hour and Stop Dance. After the activities, the clients and the trainee shared their

thoughts or feelings about the game. Also, Pastor Sonny Siblag held a spiritual activity

which was a big help for the trainees together with the clients to remember the words of

God always.

On the last week of the training, the trainees prepared their culminating activity.

The trainee and her co-trainees and the clients started to practice their dance. The

trainees also prepared invitation cards, tarpaulin and other materials needed on the day of

the culminating activity.

General Insights of the Trainee

During the stay of the trainee at Balay Namnama, the trainee learned a lot of

things not only related to her degree but also the things that mold her as a person. The

trainee also learned to adjust and to be with other companions. It is very touching that

the social worker case manager and the house parents gave the trainee and her co-trainee

a warm welcome and gave them the opportunity to be part of the Balay Namnama

history. Even in a short period of time, the trainee appreciated the laughter, pieces of

advice and the moments she shared together with the clients and the staff of Balay

Namnama.
B. School Setting

SCHOOL OF SAINT JOSEPH THE WORKER

1. Brief History of the School

The Lyceum of Echague, now School of Saint Joseph the Worker (SSJW) will be

eternally grateful to most Rev. Teodulfo S. Domingo, DD. Archbishop of Tuguegarao

(Ret.), Rt. Rev. Msgr. Domingo P. Mallo. V.g. (deceased) of the Archdiocese of

Tuguegarao and also to Dr. Domingo M. Babaran (deceased) of Echague, Isabela because

without them this institution would have never existed.

It was a time assignment for Rev. Fr. Francisco C. Martinez of Gamu, Isabela to

come to the parish of Saint Joseph the Worker, Echague, Isabela to serve the people for

the good of their souls. Seeing the necessity of putting up a school to train future

Christian Leaders, he was helped by the three (3) persons mentioned above in preparing

all the requirements needed to operate a school.

Out to prove that he was not just a desk pastor; the parish bristled with activities

most especially in the construction of the school building and others.

He was feeling his way around just like any neophyte, and he seemed to learn to love his

new assignment and the people he was working with.

The Lyceum of Echague, formerly the Legarda Memorial Institute was in its first

operation in 1959. In no time Rev. Fr. Francisco C. Martinez learned the mechanics of

school administration and anchored the school on solid financial mooring with a small-
scale faculty development. That, of course, didn’t detract from his main thrust which was

his apostolate in the barrios.

The school carried the name of Lyceum of Echague for thirty-two (32) years and

it was only in 1991 when the name of the school was changed to School of Saint Joseph

the Worker in honor of the Patron Saint of Echague.

Fr. Martinez has been known to be the founder of the school and rector for ten

(10) years. As rector, he was always been a hardworking, simple, affectionate and loves

working for God’s lowly people in barrios.

During the fifteen year of existence, the SSJW (LOE) was operated purely by lay

teachers and administrators, but because of the desire to propagate a stronger and more

firm Christian Education, the late Rev. Fr. Francisco C. Martinez, the founder and

spiritual director invited some of the Franciscan Apostolic Sisters through the approval of

the founder, the late Rev. Fr. Gerry Filippetto, OFM, a missionary priest. The Franciscan

Apostolic Sisters took over the reign of the school from 1974 to date.

The coming of the Franciscan Apostolic Sisters under the very able and energetic

direction of Rev. Sr. Mary Bontogon, FAS gave an impetus to its enrolment and from

then, there was a yearly increase of population up to date.

Hereunder were the administrators who served the school. They are the following:

1959- 1965 Ms. Salvacion Quinagoran

1965- 1966 Ms. Lourdes Estacio

1966- 1970 Mr. Simplicio Hernal

1970-1974 Ms. Alejandro Salvador

1974- 1976 Rev. Sr. Mary Bontogon, FAS

1976- 1989 Rev. Sr. Rufina Sobreviga, FAS

1989- 1990 Rev. Sr. Susan Turingan, FAS

1990- 1991 Rev. Agnes Infante, FAS

1991- 1995 Rev. Sr. Lolita M. Loseno, FAS

1995- 2001 Rev. Adele M. Pabon, FAS

2001- 2003 Rev. Sr. Caridad C. Galam, FAS

2003- 2007 Rev. Sr. Lolita M. Loseno, FAS

2007- 2010 Rev. Sr. Elaine L. Bael, FAS

2010 to present Mrs. Teresita N. Pagador, MAED

Vision

The school of Saint Joseph the Worker, a Catholic School, envision itself as an

evangelizing arm of the local church and to be a transformed community that is maka-

Diyos, maka-tao, maka-bayan, maka-buhay and maka-kalikasan.

Mission

The School of Saint Joseph the Worker therefore is committed:

•To provide quality education, integrating gospel and Filipino cultural values,

responsive and relevant to the needs of the time.

•To promote an atmosphere that encourages individual formation to Christian

Community Living.
 •To reach out to people, enriching faith-life experiences needed in building a just

and humane society.

•To promote integrity of creation.

Institutional Objectives

1. Acquire new knowledge and skills required in the practice of their profession.

2. To provide holistic education based on the national development goals of

Department of Education and the Gospel Values and teaching of the Church

that leads to the developments of students’ intellectual, social, physical,

emotional, moral and spiritual attributes.

3. To provide life-oriented curricular and co-curricular programs which give

emphasis on Earth literacy, gender sensitivity, justice and peace and political

education.

4. To develop students to become responsible and committed members and

leaders of Christian community.

5. To raise students’ level of awareness and appreciation of Filipino cultural

traditions.

6. Apply basic principles of guidance and counselling in the school setting.

7. Enhance the student-trainees’ ability to conduct and process group dynamics.

3. Organizational Structure
 4. Operational Aspect

SCHOOL SETTING (June 17, 2019- July15, 2019)

School of Saint Joseph the Worker

The training in school setting was conducted at the Guidance Office of School of St.

Joseph the Worker, under the supervision of Ms. Jesusa B. Balmaceda, the Guidance

Counselor of SSJW together with Mrs. Mari-Len A. Paynor, Assistant Guidance

Counselor. The training started on June 17, 2019 and ended on July 15, 2019. On the

first week of training, the Guidance Counselor oriented the student-trainee regarding the

existing policies, rules and regulations of the school. The following days, the student

trainee was assigned to follow up the students’ profiles.

After a week, the student-trainee was asked to redecorate the bulletin boards. The

student-trainee redecorated a total of three bulletin boards. On the 3rd week, the student-

trainee started to counsel students. The trainee also performed counseling to students who

have cases of tardiness and bullying. After counseling sessions, the student-trainee also

taught students in the library. These were usually the students with poor performances in

their own respective classes.

On the last week, the student-trainee started to conduct module 1 of the guidance

program in which the students were tasked to create their self-portrait bag and dream

collage and assigned as a proctor to one (1) class. The student-trainee also distributed

school ID’S.
 General Insights of the Trainee

The trainee experienced how to deal with other people and to become a guidance

counselor. The trainee learned a lot in this training, and realized that self-confidence is

very important in every individual, and being a school counselor is not an easy job. It

needs not only theoretical knowledge but also a lot of patience, virtues and self-

discipline.
 CHAPTER III

SUMMARY, CONCLUSION AND RECOMMENDATION

A. SUMMARY

The On-the-Job Training which the trainee underwent gave her the experience

needed for future employment. With the new experiences she had been through during

the OJT, the trainee is now equipped to face the reality.

The trainee rendered one hundred fifty (150) hours in each setting for total of

three hundred (300) hours. The school setting was done at School of Saint Joseph the

Worker (Formerly Lyceum of Echague) in Cabugao, Echague, Isabela while the clinical

setting was done at Balay Namnama in Balintocatoc, Santiago City, Isabela.

At Balay Namnama, the trainee experienced to do tasks such as conducting group

dynamic activities, and counseling. On the other hand, in the training at School of Saint

Joseph the Worker ( Formerly Lyceum of Echague), the trainee conducted profiling,

counseling and tutorials for the students.

B. CONCLUSION

As part of the curriculum, the On-the-Job Training (OJT) at the said settings has

been very interesting for the students to perform for their preparation to face the real

world of work. The training really helped the students to perform well on their future

employment. The trainee learned a lot of things from the duties and responsibilities to the

techniques and skills that her mentors taught her.

C. RECOMMENDATION

Among the experiences of the student- trainee, the following are recommended:

1. For the Training Program:

a. The number of hours for OJT should be extended.

b. The OJT should be scheduled at the first semester for the graduating students.

2. For the Cooperating Agencies:

a. School Setting

 The Guidance Office should have a separate room for counseling where it is

well-ventilated.

 The Guidance Office should place a reminders like “Keep silent and

counseling is on-going”

c. Clinical Setting

 The center must have at least one psychologist resident.

Appendices
SCHOOL SETTING’S FILES
CLINICAL SETTING’S FILES